By Michael Wehmeyer and Jennifer Kurth
As teachers and students head back into physical classrooms, those of us who work with students with disabilities are thinking hard about how best to meet their needs. After a prolonged period in which these students’ schooling took place at home or in special classrooms isolated from their peers, it is more critical than ever that teachers and other staff members across a school collaborate to help them readjust to inclusive classrooms. The paramount concern in our view should be that students keep learning, rather than that they “keep up.” The following is an excerpt that we hope may be helpful in this regard, from our new book Inclusive Education in a Strengths-Based Era — publishing next week!
Continue reading “Designing Effective Inclusive Supports”
By Miriam Plotinsky
Most of us like to imagine that we are effective multitaskers, but research into human cognition says otherwise. The truth is, it is nearly impossible to do more than one thing well at a time, but people often expect it to happen anyway. As when children attempt the classic challenge of rubbing their bellies while patting the tops of their heads, at least one of those tasks is usually lacking in proficient execution.
With the move to hybrid instruction well underway in schools across the country, teachers are concerned about how to serve multiple populations in different places: to simultaneously and equitably teach students in the classroom and students working from home. While it might not be realistic to assume that every teacher can become an absolute hybrid aficionado, certain strategies help to ensure that all students, whether they join class from home or from school, get the attention they deserve.
Continue reading “Strategies for Engaging All Students during Hybrid Instruction”